Notre Dame – Siena School of Marbel

9506 City of Koronadal, South Cotabato, P.O. Box 7980

Tel. No. (083)-228-2589 ● Fax No. (083)-228-5124
http://www.ndssm.edu.ph ● email: nd_ssm@yahoo.com

LEARNING MODULE
GRADE 3 – MATH
FIRST QUARTER

(Week 1)
Name of student: ___________________________________________
Grade & Section: ___________________________________________
Subject Teacher: MISS ROSIE M. BETITO
Messenger Name: Rosie Betito
Email Add: rosiebetito04@gmail.com
 Notre Dame-Siena School of Marbel
City of Koronadal, South Cotabato

SELF-LEARNING MODULE
SUBJECT & GRADE LEVEL : Mathematics Grade 3
QUARTER: First
TITLE OF THE MODULE: Understanding Whole Numbers Addition and Subtraction Concept
CONTENT STANDARD: The learner is able to recognize, represent, compare, and order whole numbers
up to 10,000 and money up to 1,000 in various forms and contexts.
PERFORMANCE STANDARD: The learner demonstrates understanding of whole numbers up to 10,000
ordinal numbers up to 100th and money up to 1,000.
FORMATION STANDARD: Truth Seeker and Community Builder

INTRODUCTION
Do you ever wonder if there are no numbers around you? If there are no shapes that you see? If there are
no money? How would you able to buy your foods, shelters, clothes and toys? How would you able to live? Come
to think of it, almost everything we do involves some forms of mathematics. Therefore, without the numbers,
shapes, money and etc our life is meaningless. According to Shakuntala Devi “Without mathematics, there’s
nothing you can do. Everything around you is mathematics. Everything around you is numbers”. Instead of hating
the mathematics, why not love it?
In this module, pupils will learn key concepts involving whole numbers through 10 000 specifically place
value, ordinal numbers, rounding, comparing, and ordering numbers. They will also learn to read and write whole
number symbols and names. To develop the pupils’ abilities to work with the whole numbers, informal experience
will be provided through the use of physical models and manipulative devices. Make-meaning activities will
include working with base-10 blocks, counters, and comparison activities using concrete objects.
As a pre-assessment activity, pupils will be asked about their interests and preferred learning style. An
informal approach will be used to diagnose their readiness and abilities related to whole number concepts.

MODULE LESSONS AND COVERAGE

In this module, you will examine this question when you take the following lessons:
Table of Lesson Most Essential Learning Competencies
Week 1/ 1st Quarter
 Lesson 1 Visualizing Whole Numbers up to Ten Thousand
 visualize numbers up to 10,000 with emphasis on numbers 1001 to
10,000
 Lesson 2  give the place value and value of a digit in four to five digit numbers
Reading and Writing Numbers Though Ten Thousand
 reads and writes numbers up to 10 000 in symbols and in words.
Week 2/ 1st Quarter
 Lesson 3 Rounding Whole Numbers
 rounds numbers to the nearest ten, hundred and thousand.
 Lesson 4 Comparing and Ordering Whole Numbers
 compares using relation symbols and orders in increasing or decreasing
order 4- to 5-digit numbers up to 10 000.
Week 3/ 1st Quarter
 Lesson 5 Identifying Ordinal Numbers
 identifies ordinal numbers from 1st to 100th with emphasis on the 21st to
100th object in a given set from a given point of reference.
Recognizing Philippine Bills and Coins
 Lesson 6
  recognizes, reads and writes money in symbols and in words through
PhP1000 in pesos and centavos

Week 4/ 1st Quarter

 Lesson 7 Comparing Money Values
 compares values of the different denominations of coins and bills through
PhP1 000 using relation symbols.
 Lesson 8 Adding With and Without Regrouping With Sums up to 10,000
 adds 3- to 4-digit numbers up to three addends with sums up to 10 000
without and with regrouping.
Week 5/1st Quarter
 Lesson 9 Estimating Sums of Three to Four digit Addends
 estimates the sum of 3- to 4-digit addends with reasonable results.
Mentally Adding One to Two digit Numbers With and Without Regrouping
 Lesson 10 & 11 Mentally Adding Two to Three digit Numbers With Multiples of Hundreds
 adds mentally the following numbers using appropriate strategies:
a. 2-digit and 1-digit numbers without or with regrouping
b. 2- to 3-digit numbers with multiples of hundreds

Week 6/1st Quarter

 Lesson 12 Solving Word Problems Involving Addition
 solves routine and non-routine problems involving addition of whole
numbers with sums up to 10 000 including money using appropriate
problem solving strategies and tools.
Week 7/ 1st Quarter
 Lesson 13 Subtract Three to Four digit Numbers With and Without Regrouping
 subtracts 3-to 4-digit numbers from 3- to 4-digit numbers without and
with regrouping.
Estimating the Difference of Three to Four digit Numbers
 Lesson 14  estimates the difference of two numbers with three to four digits with
reasonable results.
Week 8-9/ 1st Quarter
 Lesson 15 Mentally Subtracting One to Three digit Numbers With and Without
Regrouping
 subtracts mentally the following numbers using appropriate strategies:
a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of hundreds without and with
regrouping
Week 9-10/1st Quarter
 Lesson 16 Solving Word Problems Involving Subtraction
 solves routine and non-routine problems involving subtraction without or
with addition of whole numbers including money using appropriate
problem solving strategies and tools.

PRE-TEST

Read each items and encircle the letter that corresponds to the
correct answer.

1. What is the place value of 7 in 4,597?

a. thousands b. hundreds c. tens d. ones
2. What is the digit in the thousands place of 4,976?
a. 6 b. 7 c. 9 d. 4
3. What is the value of the underlined digit in 9,476?
a. 4 b. 40 c. 4,000 d. 400
4. What is ten thousands eighty-two in symbols?
a. 10,082 b. 10,882 c. 10,282 d. 10, 228
5. Which symbol will make the statement 7,456 ____ 7,654 true?
a. > b. < c. + d. =
6. What is the value of the underlined digit in 2,734?
a. 7 b. 70 c. 700 d. 7,000
7. What is the value of two P50 bills and five P20 bills and two P5 coins?
a. P310 b. P405 c. P110 d. P210
8. Which symbol will make the statement 4,780 ____ 1,987 true?
a. > b. < c. = d. +
9. What is eight thousand three hundred twenty-seven in symbols?
a. 8,027 b. 8,127 c. 8,227 d.8,327
10. What is the difference of 734 and 223?
a. 511 b. 521 c. 411 d. 611
11. What is the estimated sum of 4, 852 and 6, 319?
a. 9,000 b. 10,000 c. 11,000 d. 12,000
12. What is the answer when 487 is subtracted from 10,000?
a. 9, 513 b. 8, 513 c. 7, 513 d. 6, 513
13. What is the difference between 45 hundreds and 83 tens?
a. 5, 670 b. 4, 670 c. 3, 670 d. 2, 670
15. What are the addends in the equation 425 + 837 = 1, 262?
a. 425 b. 837 c. 425 + 837 d. 1, 262
16. What is the sum of 904 and 1, 004?
a. 3, 908 b. 2, 908 c. 908 d. 1, 908
17. What is the minuend in 145 less than 485 equals 340?
a. 145 b. 485 c. 340 d. 440
18. A pencil costs P7.75 each. A pen costs P9.25 each. Which cost more, 4 pencils or 3 pens?
` a. 4 pencils b. 3 pens c. 3 pencils d. 4 pens
19. Ann had P200 pesos that consist of 3 different denominations of paper bills and 6 coins of same
denomination. What could be the amount of each bill and coin?
a. P200 b. P300 c. P400 d. P500
20. What is the place value of the underline digit numbers 7, 934?
a. thousand b. hundred c. tens d. ones
Lesson Number: 1
TOPIC/TITLE: Visualizing Whole Numbers up to Ten Thousand
LEARNING OBJECTIVES:
visualize numbers up to 10,000 with emphasis on numbers 1001 to 10,000
give the place value and value of a digit in four to five digit numbers

I. NEED TO CONNECT
Motivation

Process Question:
1. How many candies do you think are inside the jar?
_____________________________________________
2. How did you came up with your guesses?
_____________________________________________

II. NEED TO DISCOVER

Activity 1

Kurt and his friends enjoy watching their favorite basketball game on
television. They were surprise with how big the sports ground could
accommodate. So, when the announcer announces that 8,534 people
watch the game, they are really surprised.

Process Question:
1. Who enjoys watching the basketball game on television?
_______________________________________
2. How many people watch the game?
_________________________________________
3. What is the place value of 5 in 8,534?
_________________________________________
4. What is 8,534 in expanded form?
_________________________________________

III. NEED TO DISCUSS

Bear In Mind

To visualize larger number, we represent a square with 1 or ones, 10 squares = 1 long,

10 longs = 1 flat (100 squares), 10 flats = 1 block (1,000 squares), 10 blocks = 10,000
squares. You can also use abacus or disc to represent a number.
For example, 2,136 = 2 blocks + 1 flat + 3 longs + 6 ones.
1,000 1,000 100 + 10 10 + 1 1 1
+
10 1 1 1

Activity 2
Complete the table by giving the digits of each number in the place value chart.
Ten Thousands Thousands Hundreds Tens Ones

1. 12,876

2. 6,027

3. 10,932

4. 7,271

5. 19,960

IV. NEED TO GENERALIZE

Now you already know how to visualize whole numbers.
Remember that the position or place of a digit in a number determines its value.
How could we visualize numbers from 1 001 – 10 000?
What helps us visualize the numbers?
How did visualizing whole number be useful in our daily lives as a pupil?
V. NEED TO APPLY
For your next activity you need to draw a blocks, disc or abacus to visualize the number from the word
problem below. I will provide a table for your drawing.

Activity 3
A group of farmers donated a total of 9,364 kilos of rice to the people affected by pandemic.
Ten thousands Thousands Hundreds Tens Ones
 VI. NEED TO ASSESS
Write the place value and the value of each digit.

Numbers Place Value Value

1. 7 in 39, 745

2. 9 in 167, 879

3. 5 in 189, 432

4. 0 in 901,678

5. 1 in 789,016

6. 2 in 341,291

7. 3 in 456, 873

8. 4 in 198, 456

9. 8 in 567, 932

10. 6 in 234, 764

VII. NEED TO MORE ACTIVITIES

For your activities answer page 8- 13 and 14-15 “Practice and Apply” of your math book.
 Lesson Number: 2
TOPIC/TITLE: Reading and Writing Numbers Though Ten Thousand
LEARNING OBJECTIVES:
Read and write numbers up to 10,000 in symbols and in words.

I. NEED TO CONNECT
Review:
Identify the numeral referred to by the place value beside the number. Encircle the number.
1. 67,421 thousands
2. 5,321 hundreds
3. 34,578 ten thousand
4. 54,864 tens
5. 6,920 ones

Motivation:

589 5,089

Process Question:
1. How many digits are there in 589?
_____________________________
2. How many digits are there in 5,089?
_____________________________

II. NEED TO DISCOVER

I have here one-word problem. You need to identify what Miss Last wrote.
Miss Last deposited some money in the blank. She wrote the following

Process Question:
1. How much money did Miss Last deposited in the blank?
______________________________________________
2. How did she write the amount in the deposited slip?
______________________________________________

Activity 1
Write each number in figures.

1. eight thousand, forty-seven

2. five thousand, four hundred sixty-one
3. eleven thousand, three hundred thirty-eight
4. seven thousand, twenty-seven
 5. eight thousand, three hundred seventy-three
6. seventeen thousand, eight hundred, forty-three
7. six thousand, three hundred eleven
8. eighty-six thousand, two hundred one
9. twelve thousand thirty
10. twenty-seven thousand, two hundred ninety-six

III. NEED TO DISCUSS

Remember, in order to read numbers who must read from left to right. There are steps on how to
read. First, you must read the first digit, second say the name of the period and lastly read the rest of the
number in the units or one’s period.

Activity 2
Match letter A to Letter B.
A B

1. 12,456 a. seven thousand twenty-four

2. 9,365 b. twelve thousand four hundred fifty-six

3. 10,045 c. eight thousand twenty-one

4. 8,021 d. ten thousand forty-five

5. 7,024 e. nine thousand sixty-five

f. nine thousand three hundred sixty-five

IV. NEED TO GENERALIZE

Now you already know how to read and write whole numbers.
Remember that a number can written in standard form and in word form.
How could we read and write whole numbers?
_________________________________________________________
How could we apply reading and writing whole numbers in our daily lives?
_________________________________________________________

V. NEED TO APPLY

Activity 3
Write these numbers in words.
1. 19,484
____________________________________________________________
2. 12, 475
____________________________________________________________
3. 65, 462
____________________________________________________________
4. 43, 480
____________________________________________________________
5. 45,537
____________________________________________________________
6. 2, 027
____________________________________________________________
7. 6,849
____________________________________________________________
8. 5,807
____________________________________________________________
9. 6,879
____________________________________________________________
10. 48.965
_____________________________________________________________

VI. NEED TO ASSESS

For your evaluation answer “Quiz” on page 23-24 of your math book.

VII. NEED TO MORE ACTIVITIES

For your activities answer page 24-27 “Apply and Try This Challenge” of your math book.